SlideShare ist ein Scribd-Unternehmen logo
1 von 24
Downloaden Sie, um offline zu lesen
S
Professional Development for Ocean
Discovery Institute
By Steven Torres
S Introduction: For my Senior Internship Project, I was assigned to
research what findings there have been to create a successful
Professional Development program, and what program models
are successful in their practices in order to come up with a
possible proposal which Ocean Discovery Institute could
potentially use for implementation in their own Professional
Development program
S Abstract: My Proposal is that the Nature of Science could be
used to give teachers and therefore students, a better
understanding of science in the classroom. Implementing the
Nature of Science for a classroom with English Language
Learners is possible if various strategies are considered which
not only help students and teachers, but improve Professional
Development for Ocean Discovery Institute. My proposed
strategies aren’t perfect, but are open to modification according
to Ocean Discovery Institute’s circumstances if Ocean Discovery
Institute sees my proposal to be useful.
S Methods: My research used the 3 pronged approach, which 1st
involved Investigative Literature as the research material,
finding successful Active Models for Professional Development,
and Internal Evaluation of research to find useful information
for Ocean Discovery Institute.
Goals Evaluation
Metrics &
Tools
3x
Researc
h
Strategy Component
s
Implementation
or Pilot
Evaluation
Findings: The Nature of
Science
S What is the Nature of Science? - The processes
and beliefs by which scientists do their work
and approach problems.
S Considered a prerequisite for Scientific Literacy
by the American Association for the
Advancement of Science (AAAS)
S Part of Project 2061, a long-term initiative of the
American Association for the Advancement of
Science (AAAS) to help all Americans become
literate in science, mathematics, and
technology.
Basic Aspects of the Nature of
Science
The Scientific World View
S The World Is Understandable
S Scientific Ideas Are Subject To Change - Change in
knowledge is inevitable because new observations may
challenge prevailing theories
S Scientific Knowledge Is Durable - The modification of ideas
rather than rejection is the norm in science
S Science Cannot Provide Complete Answers to All Questions
Scientific Inquiry
S Science Demands Evidence – Evidence for a claim is
obtained by observations and measurements of the
natural world or in a lab.
S Science Is a Blend of Logic and Imagination –
Imagination and thought are what create a hypothesis or
theory. Logical reasoning is what tests its validity.
S Science Explains and Predicts – Theories can explain
current observations of phenomenon, and predict
phenomena not yet observed
S Scientists Try to Identify and Avoid Bias
S Science Is Not Authoritarian
The Scientific Enterprise
S It can shift the paradigm of how science is normally
taught, to a new framework which is better for the
education of students
S The Nature of Science makes students more aware of
how science works in reality
S Can debunk many misconceptions that teachers and
citizens have about science
S So how should Ocean Discovery Use it?
Why Should Ocean Discovery Use It?
English Language Learners
S Students who don’t speak English or are still learning English as a 2nd
language.
S The added challenge of still learning literacy skills for a classroom with
English Language Learners makes teaching science difficult.
S Teachers often focus on just content material, resulting in a “Poverty of
Pedagogy”, or low aspirations to teach better.
S One Solution: The Science Inquiry Planning Framework, by Science for
All Project
Ocean Discovery Presentation
4 Main Aspects Developed by the Science
Inquiry Planning Framework
S Language Functions - lessons which emphasized a certain
language function and provided corresponding developmental
activities to promote scientific practice
S Vocabulary Development - increasing scientific knowledge leads to
a more precise and specific vocabulary
S Multiple Representative Formats - providing ELL’s with
opportunities to communicate science through graphs, charts,
tables, and computer-developed simulations which reduced the
language load required to participate.
S Expository and Narrative Texts - students share their stories of
scientific activities at home and their shared experiences in the
school, providing insight for linking their activities to real world
Ocean Discovery Presentation
S Research says English Language Learners should be
given a more positive school environment with inquiry
based practices, or allowing students time to think about
the questions given to them by teachers, integrating
literary strategies for communication outside of speaking,
classroom management changes that use student-
centered activities, and building relationships with the
teachers
S Mentors can explicitly outline each function as the
students follow the framework, and teachers can be
taught the Science Inquiry Planning Framework during
Professional Development to understand how the
students are learning science while developing English
literacy
Scientific Modeling
S A Simple system that reveals properties of a more complex
system (The aspects of the Nature of Science) that you wish to
understand better
S Inquiring Teachers’ Network (SMIT’N) prepared teachers to help
students develop models, formulate explanations and evaluate
data as described in the National Science Education Standards
(National Research Council)
S Classrooms can hold explicit discussions of how scientific
models are scientifically creative (Science is a blend of
Logic and Imagination) that come from data (Science
demands Evidence) and can change via reinterpretation
of that data or collection of new data (Scientific
Knowledge is Durable)
S Ocean Discovery Institute could take time outside of the
classroom to through every curriculum which has a Model to
represent the lesson taught in the classroom and discuss
with students the important aspects which are important
when thinking about the way science works and how
scientists do science
S Should help teachers conceptualize the ideas and provide
examples for how to emphasize the Nature of Science
within the context of scientific modeling.
S Fits well with the Science Inquiry Planning Framework as
giving Multiple Representative Formats
Communities of Practice
S Defined as ‘‘having common features such as meeting
regularly over an extended period of time, sharing
common values and goals, and engaging in collaboration
and critique of each other’s work’’
S An important concept used in many professional
development programs which help creates a well-
supported environment that facilitates teacher change
when paired with NOS modeling and explicit reflection
S In the Science EDUCATES
Program, the monthly
discussions of how
teachers were
incorporating NOS
provided many ‘‘teachable
moments’’ where
inadequate views could be
talked about in a safe
environment
S Teachers can take time to
discuss challenges and
their views with other
teachers and ODI staff
members to gain support
for changes in their
teaching practices
S Teachers are often resistant to change and may have
challenges understanding the Nature of Science, so a
Community of Practice is needed for teachers to be
personally motivated to increase scientific literacy, to
implement a new concept, to reflect on their personal views
of science, and rationalize for themselves why teaching the
Nature of Science is important.
S Monthly meetings would revolve around what the lessons
teach so the teachers are aware of our curriculum, but it
would also include what aspects of the Nature of Science
are emphasized in each lesson.
Discussion
S In order to implement any of these possible options,
extended training for Professional Development would be
recommended.
S It is very important to take the time to explain what the
NOS is, why it’s important for student leaning, which
aspects are taught in their classrooms, how these
aspects are taught in our curriculum, in what context they
are being used to teach the students, and, if possible, for
the teachers to take time to make a framework which
uses these aspects to reinforce other lessons they
believe are worth teaching to their students.
S A proposal such as this is still on shaky ground. All these
strategies that work together to implement the Nature of
Science is based on research on each individual subject
which I’ve connected together.
S All these findings may require further research before my
suggested strategies could be considered effective for
implementation.
S I proposed multiple strategies because I wished to give
several possibilities, which are open to modification in the
hopes that implementation of any strategy could be
possible with Ocean Discovery’s current circumstances.
Conclusion
S Ocean Discovery Institute has been successful in the past to
create students who are college bound with science majors,
and creating students with an interest in science at many grade
levels in a district (City Heights) with low-level income schools
and English Language Learners.
S I believe using the Nature of Science to teach students is one
possible idea to further Ocean Discovery’s success because it
gives an understanding of science which most students don’t
have, and implementing it at Ocean Discovery Institute means
the students will enjoy what they are learning as well.
S Teachers who are taught the Nature of Science during
Professional Development, as well as learning how to use it to
teach students, will also benefit in the long run.
Work Citation
S Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science
teachers' conceptions of nature of science: a critical review of the
literature. International journal of science education, 22(7), 665-
701.
S Abd-El-Khalick, Fouad, Randy L. Bell, and Norman G. Lederman.
"The nature of science and instructional practice: Making the
unnatural natural." Science Education 82.4 (1998): 417-436
S Akerson, V. L., Cullen, T. A., & Hanson, D. L. (2009). Fostering a
community of practice through a professional development
program to improve elementary teachers' views of nature of
science and teaching practice. Journal of Research in Science
Teaching, 46(10), 1090-1113.
S Johnson, C. C., & Marx, S. (2009). Transformative professional
development: A model for urban science education reform. Journal
of Science Teacher Education, 20(2), 113-134.
S Johnson, C. C. (2010). Effective professional development and
change in practice: Barriers science teachers encounter and
implications for reform. School Science and Mathematics, 106(3),
150-161
S Lederman, Judith S., et al. "Teaching and learning of nature of
science and scientific inquiry: building capacity through systematic
research-based professional development." Advances in Nature of
Science Research. Springer Netherlands, 2012. 125-152.
S National Science Teachers’ Association, “The Nature of Science”,
NSTA Position Statement adopted by the Board of NSTA, July
2000 www.nsta.org/about/positions/natureofscience.aspx
S [NRC] National Research Council. "National Science Education
Standards." (1996).
S Science for All Americans, Ch.1: The Nature of Science. The
American Association for the Advancement of Science, Copyright
1989,1990
http://www.project2061.org/publications/sfaa/online/chap1.htm
S Valarie L. Akerson, J. Scott Townsend, Lisa A. Donnelly, Deborah
L. Hanson, Praweena Tira, Orvil White. Scientific Modeling for
Inquiring Teachers Network (SMIT’N): The Influence on
Elementary Teachers’ Views of Nature of Science, Inquiry, and
Modeling, Journal of Science Teacher Education 20.1 (2009): 21-
40.
S Wenger,Etienne "Communities of practice: Learning as a social
system." Systems thinker 9.5 (1998):2-3.
Thanks for Listening!

Weitere ähnliche Inhalte

Was ist angesagt?

Edu 671 wk 5 discussion 1 mock action research proposal presentation
Edu 671 wk 5 discussion 1 mock action research proposal presentationEdu 671 wk 5 discussion 1 mock action research proposal presentation
Edu 671 wk 5 discussion 1 mock action research proposal presentationhchristianie
 
Seminar-Workshop on Active Learning Strategies in Teaching Science Subject
Seminar-Workshop on Active Learning Strategies in Teaching Science SubjectSeminar-Workshop on Active Learning Strategies in Teaching Science Subject
Seminar-Workshop on Active Learning Strategies in Teaching Science SubjectPaula Marie Llido
 
Science.corner
Science.cornerScience.corner
Science.cornerUte Hennig
 
The Use of Appropriate Assessment Instruments
The Use of Appropriate Assessment InstrumentsThe Use of Appropriate Assessment Instruments
The Use of Appropriate Assessment InstrumentsReggie Cruz
 
Resources in teaching and learning physical science
Resources in teaching and learning physical scienceResources in teaching and learning physical science
Resources in teaching and learning physical sciencesajeena81
 
Partnership working -_bishopbriggs_cluster new
Partnership working -_bishopbriggs_cluster newPartnership working -_bishopbriggs_cluster new
Partnership working -_bishopbriggs_cluster newWendy French
 
Incorporating research skills.pptx
Incorporating research skills.pptxIncorporating research skills.pptx
Incorporating research skills.pptxkhornberger
 
Methods of Teaching Science
Methods of Teaching ScienceMethods of Teaching Science
Methods of Teaching ScienceCamille Derecho
 
The Differences between Syllabus and Curriculum
The Differences between Syllabus and CurriculumThe Differences between Syllabus and Curriculum
The Differences between Syllabus and Curriculummardiatun nisa
 
The multidisciplinary approach: a teacher candidate's perspective on media sc...
The multidisciplinary approach: a teacher candidate's perspective on media sc...The multidisciplinary approach: a teacher candidate's perspective on media sc...
The multidisciplinary approach: a teacher candidate's perspective on media sc...JR Dingwall
 
Instructional planning - Janardhanan G
Instructional planning - Janardhanan GInstructional planning - Janardhanan G
Instructional planning - Janardhanan GJanardhanan Thulasi
 
Teaching of Science- Methodologies and Models of Teaching Science.
Teaching of Science- Methodologies and Models of Teaching Science.Teaching of Science- Methodologies and Models of Teaching Science.
Teaching of Science- Methodologies and Models of Teaching Science.Samruddhi Chepe
 

Was ist angesagt? (20)

Edu 671 wk 5 discussion 1 mock action research proposal presentation
Edu 671 wk 5 discussion 1 mock action research proposal presentationEdu 671 wk 5 discussion 1 mock action research proposal presentation
Edu 671 wk 5 discussion 1 mock action research proposal presentation
 
Seminar-Workshop on Active Learning Strategies in Teaching Science Subject
Seminar-Workshop on Active Learning Strategies in Teaching Science SubjectSeminar-Workshop on Active Learning Strategies in Teaching Science Subject
Seminar-Workshop on Active Learning Strategies in Teaching Science Subject
 
Methods of teaching biological science
Methods of teaching biological scienceMethods of teaching biological science
Methods of teaching biological science
 
Science.corner
Science.cornerScience.corner
Science.corner
 
Compacting for ttt
Compacting for tttCompacting for ttt
Compacting for ttt
 
The Use of Appropriate Assessment Instruments
The Use of Appropriate Assessment InstrumentsThe Use of Appropriate Assessment Instruments
The Use of Appropriate Assessment Instruments
 
Resources in teaching and learning physical science
Resources in teaching and learning physical scienceResources in teaching and learning physical science
Resources in teaching and learning physical science
 
Talk science primer
Talk science primerTalk science primer
Talk science primer
 
Partnership working -_bishopbriggs_cluster new
Partnership working -_bishopbriggs_cluster newPartnership working -_bishopbriggs_cluster new
Partnership working -_bishopbriggs_cluster new
 
Lesson plan presentation
Lesson plan presentationLesson plan presentation
Lesson plan presentation
 
Incorporating research skills.pptx
Incorporating research skills.pptxIncorporating research skills.pptx
Incorporating research skills.pptx
 
Methods of Teaching Science
Methods of Teaching ScienceMethods of Teaching Science
Methods of Teaching Science
 
Seminar suby
Seminar subySeminar suby
Seminar suby
 
The Differences between Syllabus and Curriculum
The Differences between Syllabus and CurriculumThe Differences between Syllabus and Curriculum
The Differences between Syllabus and Curriculum
 
2.kodjo donkor taale 8 20
2.kodjo donkor taale 8 202.kodjo donkor taale 8 20
2.kodjo donkor taale 8 20
 
The multidisciplinary approach: a teacher candidate's perspective on media sc...
The multidisciplinary approach: a teacher candidate's perspective on media sc...The multidisciplinary approach: a teacher candidate's perspective on media sc...
The multidisciplinary approach: a teacher candidate's perspective on media sc...
 
Teac lesson 5
Teac lesson 5Teac lesson 5
Teac lesson 5
 
besa whole
besa wholebesa whole
besa whole
 
Instructional planning - Janardhanan G
Instructional planning - Janardhanan GInstructional planning - Janardhanan G
Instructional planning - Janardhanan G
 
Teaching of Science- Methodologies and Models of Teaching Science.
Teaching of Science- Methodologies and Models of Teaching Science.Teaching of Science- Methodologies and Models of Teaching Science.
Teaching of Science- Methodologies and Models of Teaching Science.
 

Andere mochten auch

Andere mochten auch (6)

1.1 Nature Of Science
1.1 Nature Of Science1.1 Nature Of Science
1.1 Nature Of Science
 
Natural science and pseudoscience
Natural science and pseudoscienceNatural science and pseudoscience
Natural science and pseudoscience
 
Nature of science
Nature of scienceNature of science
Nature of science
 
Teacher's competencies
Teacher's competenciesTeacher's competencies
Teacher's competencies
 
Nature of science for teaching
Nature of science for teachingNature of science for teaching
Nature of science for teaching
 
Teacher's Competencies
Teacher's CompetenciesTeacher's Competencies
Teacher's Competencies
 

Ähnlich wie Ocean Discovery Presentation

Earth and Life Science.pdf
Earth and Life Science.pdfEarth and Life Science.pdf
Earth and Life Science.pdfRusselBuraga
 
Ngss implementation plan state of delaware
Ngss implementation plan state of delawareNgss implementation plan state of delaware
Ngss implementation plan state of delawareDelExcelsAdmin
 
Ngss implementation plan state of delaware
Ngss implementation plan state of delawareNgss implementation plan state of delaware
Ngss implementation plan state of delawareC.R. McLeod
 
Tenth class state syllabus-text book-em-ap-ts-biology
Tenth class state syllabus-text book-em-ap-ts-biologyTenth class state syllabus-text book-em-ap-ts-biology
Tenth class state syllabus-text book-em-ap-ts-biologyNaukriTuts
 
Teaching science as practice 2
Teaching science as practice 2Teaching science as practice 2
Teaching science as practice 2semontero
 
A vision of science education in sd shaw
A vision of science education in sd shawA vision of science education in sd shaw
A vision of science education in sd shawhuutrinh
 
Chapter 15 powerpoint presentation final
Chapter 15 powerpoint presentation finalChapter 15 powerpoint presentation final
Chapter 15 powerpoint presentation finalcelim55
 
A Teacher S Guide To Making Successful Presentation To High School Student
A Teacher S Guide To Making Successful Presentation To High School StudentA Teacher S Guide To Making Successful Presentation To High School Student
A Teacher S Guide To Making Successful Presentation To High School StudentJim Jimenez
 
An in progress co-teaching project developing information, technology, and s...
An in progress co-teaching project  developing information, technology, and s...An in progress co-teaching project  developing information, technology, and s...
An in progress co-teaching project developing information, technology, and s...Emporia State University
 
Creating a Unit PlanCreating a Unit PlanChastity.docx
Creating a Unit PlanCreating a Unit PlanChastity.docxCreating a Unit PlanCreating a Unit PlanChastity.docx
Creating a Unit PlanCreating a Unit PlanChastity.docxfaithxdunce63732
 
Concept Map example of obesity (what is yours for addiction and
Concept Map example of obesity (what is yours for addiction and Concept Map example of obesity (what is yours for addiction and
Concept Map example of obesity (what is yours for addiction and LynellBull52
 
The Singapore Science Curriculum (Primary)
The Singapore Science Curriculum (Primary)The Singapore Science Curriculum (Primary)
The Singapore Science Curriculum (Primary)David Yeng
 
Introduction of Science lab
Introduction of Science labIntroduction of Science lab
Introduction of Science labCool University
 
INSTRUCTIONAL PLANNING
INSTRUCTIONAL PLANNINGINSTRUCTIONAL PLANNING
INSTRUCTIONAL PLANNINGAllaine Santos
 
PCG Education White Paper - Next Generation Science in Support of Language Ac...
PCG Education White Paper - Next Generation Science in Support of Language Ac...PCG Education White Paper - Next Generation Science in Support of Language Ac...
PCG Education White Paper - Next Generation Science in Support of Language Ac...Public Consulting Group
 
Strategies for Assessment of Inquiry Learning in Science (SAILS), Eilish McLo...
Strategies for Assessment of Inquiry Learning in Science (SAILS), Eilish McLo...Strategies for Assessment of Inquiry Learning in Science (SAILS), Eilish McLo...
Strategies for Assessment of Inquiry Learning in Science (SAILS), Eilish McLo...Brussels, Belgium
 

Ähnlich wie Ocean Discovery Presentation (20)

Earth and Life Science.pdf
Earth and Life Science.pdfEarth and Life Science.pdf
Earth and Life Science.pdf
 
Intro to Science teacher guide
Intro to Science teacher guide Intro to Science teacher guide
Intro to Science teacher guide
 
Ngss implementation plan state of delaware
Ngss implementation plan state of delawareNgss implementation plan state of delaware
Ngss implementation plan state of delaware
 
Ngss implementation plan state of delaware
Ngss implementation plan state of delawareNgss implementation plan state of delaware
Ngss implementation plan state of delaware
 
Tenth class state syllabus-text book-em-ap-ts-biology
Tenth class state syllabus-text book-em-ap-ts-biologyTenth class state syllabus-text book-em-ap-ts-biology
Tenth class state syllabus-text book-em-ap-ts-biology
 
Teaching science as practice 2
Teaching science as practice 2Teaching science as practice 2
Teaching science as practice 2
 
A vision of science education in sd shaw
A vision of science education in sd shawA vision of science education in sd shaw
A vision of science education in sd shaw
 
7 sciencetific approach based english learning (sabel)
7 sciencetific approach based english learning (sabel)7 sciencetific approach based english learning (sabel)
7 sciencetific approach based english learning (sabel)
 
Martin Portfolio
Martin PortfolioMartin Portfolio
Martin Portfolio
 
Chapter 15 powerpoint presentation final
Chapter 15 powerpoint presentation finalChapter 15 powerpoint presentation final
Chapter 15 powerpoint presentation final
 
Sce 3416 All
Sce 3416 AllSce 3416 All
Sce 3416 All
 
A Teacher S Guide To Making Successful Presentation To High School Student
A Teacher S Guide To Making Successful Presentation To High School StudentA Teacher S Guide To Making Successful Presentation To High School Student
A Teacher S Guide To Making Successful Presentation To High School Student
 
An in progress co-teaching project developing information, technology, and s...
An in progress co-teaching project  developing information, technology, and s...An in progress co-teaching project  developing information, technology, and s...
An in progress co-teaching project developing information, technology, and s...
 
Creating a Unit PlanCreating a Unit PlanChastity.docx
Creating a Unit PlanCreating a Unit PlanChastity.docxCreating a Unit PlanCreating a Unit PlanChastity.docx
Creating a Unit PlanCreating a Unit PlanChastity.docx
 
Concept Map example of obesity (what is yours for addiction and
Concept Map example of obesity (what is yours for addiction and Concept Map example of obesity (what is yours for addiction and
Concept Map example of obesity (what is yours for addiction and
 
The Singapore Science Curriculum (Primary)
The Singapore Science Curriculum (Primary)The Singapore Science Curriculum (Primary)
The Singapore Science Curriculum (Primary)
 
Introduction of Science lab
Introduction of Science labIntroduction of Science lab
Introduction of Science lab
 
INSTRUCTIONAL PLANNING
INSTRUCTIONAL PLANNINGINSTRUCTIONAL PLANNING
INSTRUCTIONAL PLANNING
 
PCG Education White Paper - Next Generation Science in Support of Language Ac...
PCG Education White Paper - Next Generation Science in Support of Language Ac...PCG Education White Paper - Next Generation Science in Support of Language Ac...
PCG Education White Paper - Next Generation Science in Support of Language Ac...
 
Strategies for Assessment of Inquiry Learning in Science (SAILS), Eilish McLo...
Strategies for Assessment of Inquiry Learning in Science (SAILS), Eilish McLo...Strategies for Assessment of Inquiry Learning in Science (SAILS), Eilish McLo...
Strategies for Assessment of Inquiry Learning in Science (SAILS), Eilish McLo...
 

Ocean Discovery Presentation

  • 1. S Professional Development for Ocean Discovery Institute By Steven Torres
  • 2. S Introduction: For my Senior Internship Project, I was assigned to research what findings there have been to create a successful Professional Development program, and what program models are successful in their practices in order to come up with a possible proposal which Ocean Discovery Institute could potentially use for implementation in their own Professional Development program S Abstract: My Proposal is that the Nature of Science could be used to give teachers and therefore students, a better understanding of science in the classroom. Implementing the Nature of Science for a classroom with English Language Learners is possible if various strategies are considered which not only help students and teachers, but improve Professional Development for Ocean Discovery Institute. My proposed strategies aren’t perfect, but are open to modification according to Ocean Discovery Institute’s circumstances if Ocean Discovery Institute sees my proposal to be useful.
  • 3. S Methods: My research used the 3 pronged approach, which 1st involved Investigative Literature as the research material, finding successful Active Models for Professional Development, and Internal Evaluation of research to find useful information for Ocean Discovery Institute. Goals Evaluation Metrics & Tools 3x Researc h Strategy Component s Implementation or Pilot Evaluation
  • 4. Findings: The Nature of Science S What is the Nature of Science? - The processes and beliefs by which scientists do their work and approach problems. S Considered a prerequisite for Scientific Literacy by the American Association for the Advancement of Science (AAAS) S Part of Project 2061, a long-term initiative of the American Association for the Advancement of Science (AAAS) to help all Americans become literate in science, mathematics, and technology.
  • 5. Basic Aspects of the Nature of Science The Scientific World View S The World Is Understandable S Scientific Ideas Are Subject To Change - Change in knowledge is inevitable because new observations may challenge prevailing theories S Scientific Knowledge Is Durable - The modification of ideas rather than rejection is the norm in science S Science Cannot Provide Complete Answers to All Questions
  • 6. Scientific Inquiry S Science Demands Evidence – Evidence for a claim is obtained by observations and measurements of the natural world or in a lab. S Science Is a Blend of Logic and Imagination – Imagination and thought are what create a hypothesis or theory. Logical reasoning is what tests its validity. S Science Explains and Predicts – Theories can explain current observations of phenomenon, and predict phenomena not yet observed S Scientists Try to Identify and Avoid Bias S Science Is Not Authoritarian The Scientific Enterprise
  • 7. S It can shift the paradigm of how science is normally taught, to a new framework which is better for the education of students S The Nature of Science makes students more aware of how science works in reality S Can debunk many misconceptions that teachers and citizens have about science S So how should Ocean Discovery Use it? Why Should Ocean Discovery Use It?
  • 8. English Language Learners S Students who don’t speak English or are still learning English as a 2nd language. S The added challenge of still learning literacy skills for a classroom with English Language Learners makes teaching science difficult. S Teachers often focus on just content material, resulting in a “Poverty of Pedagogy”, or low aspirations to teach better. S One Solution: The Science Inquiry Planning Framework, by Science for All Project
  • 10. 4 Main Aspects Developed by the Science Inquiry Planning Framework S Language Functions - lessons which emphasized a certain language function and provided corresponding developmental activities to promote scientific practice S Vocabulary Development - increasing scientific knowledge leads to a more precise and specific vocabulary S Multiple Representative Formats - providing ELL’s with opportunities to communicate science through graphs, charts, tables, and computer-developed simulations which reduced the language load required to participate. S Expository and Narrative Texts - students share their stories of scientific activities at home and their shared experiences in the school, providing insight for linking their activities to real world
  • 12. S Research says English Language Learners should be given a more positive school environment with inquiry based practices, or allowing students time to think about the questions given to them by teachers, integrating literary strategies for communication outside of speaking, classroom management changes that use student- centered activities, and building relationships with the teachers S Mentors can explicitly outline each function as the students follow the framework, and teachers can be taught the Science Inquiry Planning Framework during Professional Development to understand how the students are learning science while developing English literacy
  • 13. Scientific Modeling S A Simple system that reveals properties of a more complex system (The aspects of the Nature of Science) that you wish to understand better S Inquiring Teachers’ Network (SMIT’N) prepared teachers to help students develop models, formulate explanations and evaluate data as described in the National Science Education Standards (National Research Council)
  • 14. S Classrooms can hold explicit discussions of how scientific models are scientifically creative (Science is a blend of Logic and Imagination) that come from data (Science demands Evidence) and can change via reinterpretation of that data or collection of new data (Scientific Knowledge is Durable)
  • 15. S Ocean Discovery Institute could take time outside of the classroom to through every curriculum which has a Model to represent the lesson taught in the classroom and discuss with students the important aspects which are important when thinking about the way science works and how scientists do science S Should help teachers conceptualize the ideas and provide examples for how to emphasize the Nature of Science within the context of scientific modeling. S Fits well with the Science Inquiry Planning Framework as giving Multiple Representative Formats
  • 16. Communities of Practice S Defined as ‘‘having common features such as meeting regularly over an extended period of time, sharing common values and goals, and engaging in collaboration and critique of each other’s work’’ S An important concept used in many professional development programs which help creates a well- supported environment that facilitates teacher change when paired with NOS modeling and explicit reflection
  • 17. S In the Science EDUCATES Program, the monthly discussions of how teachers were incorporating NOS provided many ‘‘teachable moments’’ where inadequate views could be talked about in a safe environment S Teachers can take time to discuss challenges and their views with other teachers and ODI staff members to gain support for changes in their teaching practices
  • 18. S Teachers are often resistant to change and may have challenges understanding the Nature of Science, so a Community of Practice is needed for teachers to be personally motivated to increase scientific literacy, to implement a new concept, to reflect on their personal views of science, and rationalize for themselves why teaching the Nature of Science is important. S Monthly meetings would revolve around what the lessons teach so the teachers are aware of our curriculum, but it would also include what aspects of the Nature of Science are emphasized in each lesson.
  • 19. Discussion S In order to implement any of these possible options, extended training for Professional Development would be recommended. S It is very important to take the time to explain what the NOS is, why it’s important for student leaning, which aspects are taught in their classrooms, how these aspects are taught in our curriculum, in what context they are being used to teach the students, and, if possible, for the teachers to take time to make a framework which uses these aspects to reinforce other lessons they believe are worth teaching to their students.
  • 20. S A proposal such as this is still on shaky ground. All these strategies that work together to implement the Nature of Science is based on research on each individual subject which I’ve connected together. S All these findings may require further research before my suggested strategies could be considered effective for implementation. S I proposed multiple strategies because I wished to give several possibilities, which are open to modification in the hopes that implementation of any strategy could be possible with Ocean Discovery’s current circumstances.
  • 21. Conclusion S Ocean Discovery Institute has been successful in the past to create students who are college bound with science majors, and creating students with an interest in science at many grade levels in a district (City Heights) with low-level income schools and English Language Learners. S I believe using the Nature of Science to teach students is one possible idea to further Ocean Discovery’s success because it gives an understanding of science which most students don’t have, and implementing it at Ocean Discovery Institute means the students will enjoy what they are learning as well. S Teachers who are taught the Nature of Science during Professional Development, as well as learning how to use it to teach students, will also benefit in the long run.
  • 22. Work Citation S Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers' conceptions of nature of science: a critical review of the literature. International journal of science education, 22(7), 665- 701. S Abd-El-Khalick, Fouad, Randy L. Bell, and Norman G. Lederman. "The nature of science and instructional practice: Making the unnatural natural." Science Education 82.4 (1998): 417-436 S Akerson, V. L., Cullen, T. A., & Hanson, D. L. (2009). Fostering a community of practice through a professional development program to improve elementary teachers' views of nature of science and teaching practice. Journal of Research in Science Teaching, 46(10), 1090-1113. S Johnson, C. C., & Marx, S. (2009). Transformative professional development: A model for urban science education reform. Journal of Science Teacher Education, 20(2), 113-134. S Johnson, C. C. (2010). Effective professional development and change in practice: Barriers science teachers encounter and implications for reform. School Science and Mathematics, 106(3), 150-161
  • 23. S Lederman, Judith S., et al. "Teaching and learning of nature of science and scientific inquiry: building capacity through systematic research-based professional development." Advances in Nature of Science Research. Springer Netherlands, 2012. 125-152. S National Science Teachers’ Association, “The Nature of Science”, NSTA Position Statement adopted by the Board of NSTA, July 2000 www.nsta.org/about/positions/natureofscience.aspx S [NRC] National Research Council. "National Science Education Standards." (1996). S Science for All Americans, Ch.1: The Nature of Science. The American Association for the Advancement of Science, Copyright 1989,1990 http://www.project2061.org/publications/sfaa/online/chap1.htm S Valarie L. Akerson, J. Scott Townsend, Lisa A. Donnelly, Deborah L. Hanson, Praweena Tira, Orvil White. Scientific Modeling for Inquiring Teachers Network (SMIT’N): The Influence on Elementary Teachers’ Views of Nature of Science, Inquiry, and Modeling, Journal of Science Teacher Education 20.1 (2009): 21- 40. S Wenger,Etienne "Communities of practice: Learning as a social system." Systems thinker 9.5 (1998):2-3.